Conceptualizing the organizational aspects of RVA

Provision of a comprehensive framework for understanding the conditions for organizing RVA in different countries has three aims. The first aim is to highlight the different contexts in which RVA operates such as the nature of skill formation systems, the way education and training are organized, the level of standardisation and the level of practice-based learning in the countries. This contextual awareness is important as it determines policy needs and actions for organizing RVA. Second, the paper aims to promote an understanding of the organization of a holistic RVA

system, reflecting the full range of dimensions and processes in quality: harmonizing social and economic objectives, as well as dealing with quality elements around reliability, validity, standardisation and measurability, as well as flexibility and individualization. Thirdly, this paper aims to adopt a systems approach seeing RVA as a core mechanism of a lifelong learning system, involving improving RVA at all levels –macro, meso and micro – including quality components of structures, processes and outcomes. The paper particularly emphasizes the importance of defining indicators of organizing RVA at the local level. This is important as it is at the local level that the product of recognition processes is developed and RVA practices help the end-user to demonstrate relevant knowledge, skills and competences.

Table 1. Macro, Meso and Micro levels

Macro level

Education and training, skill formation and lifelong learning systems

Legislation Financing

Meso-level Standardisation and quality assurance approaches

Micro-level RVA practice

At the macro-level a key consideration is to arrive at a rough categorization of countries. The skill formation model is used as a starting point for categorizing countries according to the influence of State and potential for activity from companies and the private sectors and other stakeholders (Pilz, 2017). Where both influences are limited, other stakeholders may be prioritized. On the basis of this understanding it is possible to come to up with a constellation of stakeholders groups. The needs for RVA must be discussed explicitly with the decision makers and with those involved with local stakeholder groups. Political decisions ensuring the legal basis for ensuring RVA initiatives as well as well as the issue of direct funding and financial involvement and the governance of RVA are of crucial importance in understanding how RVA is implemented at the macro level.

Another important dimension to take account of at the macro level is the level of stratification in the education system as this has an influence on the organization of RVA. Stratification is related to issues of tracking, the differentiation and separation of general and vocational education, and the different routes to education and training in a system depending on access, selection and transition mechanisms (Allmendigner, 1989, p. 233). Stratification, can for example affect the status of certain tracks in the education and training system. How can instruments such as qualifications frameworks and recognition mechanisms be effective in developing

flexible progression pathways between, often, separated general and vocational education tracks? How can RVA be an alternative route to qualifications or credits and thus facilitate lifelong learning opportunities of quality? How can RVA be effective in improving the image, status and quality of certain non-formal learning tracks in the education and training system? A case in point is the image of vocational education and training and adult education in several developed and developing countries.

At the meso-level, a key consideration is standardisation. Shavit and Müller (2000, p.

443) define standardisation as follows. (…) the degree to which the quality of education needs the same standards nationwide. Variables such as teacher training, school budgets, curricula, and the uniformity of school leaving examinations are relevant in measuring standardisation’. Standardisation is a useful term to understand the structures, processes and outputs underpinning the organization of RVA systems. On the input side focus should be on RVA in relation to reference points such as curriculum, qualifications and occupational standards. Input also relates to the level of expertise of RVA personnel. Processes will refer to the role of regulatory agencies, inter-institutional relationships and multi-stakeholder partnerships. Agencies and partnerships are important for ensuring quality processes in the development of standards and maintaining tools and methodologies etc. Certification and the accompanying entitlements relate to the output side and are of particular relevance. For example, they may explain whether RVA forms part of exit-based or entry-based systems. For example, entry-based systems are those where follow-up training institutions devalue certification.

At the micro-level, the pedagogical perspective comes into the discussion. Here the focus is specifically on the concrete relevance of the delivery of RVA in education, working life and civil society. Many approaches can be made use of. On the one hand, the learning content or the standards used to compare the individual’s evidence of prior learning need to be analysed in relation to learning outcomes. It needs to be ensured that learning outcomes are defined holistically, and not based on a fragmentary and non-integrative understanding. This means, for example, that in addition to technical skills, it is necessary to consider the situational orientation and context. On the other hand, it is also important to consider whether the personnel involved in RVA are able to undertake comprehensive personal career planning processes for the individuals. Furthermore, the methods used and the kind of arrangements made, are all very important. It is also important to ask if the employment system is included at the micro level with the necessary support services. Of importance is also the extent to which institutions and organisations (public or private, workplaces, industry, NGOs and community-based organizations, TVET and educational institutions) employers and employees’ associations, have a stake and interest in RVA processes and are able to ensure real benefits in terms of their employability, lifelong learning and personal development.

At the micro level questions of ownership and control as well as usefulness must be clarified (See Bjørnåvold, 2000, p 20). The participation of stakeholders and the role of information as highlighted by Eriksen (1995) are also important micro-level issues.

The organization of RVA, therefore, cannot be limited to questions of methodology.

It is important for enterprises and institution to trust and accept the results of RVA of non-formal and informal learning. The organization of RVA at all levels must pay

attention to all these aspects. Figure one is a diagrammatic presentation of organizing RVA at macro, meso and micro levels.

2. The macro-level: understanding different contexts as a starting point for